In an outdoor setting, we will explore the activity of running. Participants will experience a variety of running sessions (including intervals, fartlek and hill sprints), in addition to complimentary activities including: core training, yoga and mindfulness. Some interest and experience with running is necessary, but one does not need to be an advanced/competitive runner.

Learning Outcomes:

Students will be able to

• structure an interval track session, a fartlek session and a hill sprints session

• complete an appropriate running warm-up and cool down

• understand the benefits of core training, yoga and mindfulness

• understand the key ingredients of running with good form

• understand how to build regular running into their everyday life

The session will allow students to practice and refine their badminton skills and play recreational matches against others.

Students should bring own racket if possible, wear indoor non marking shoes and appropriate sports wear. Come changed and bring own water bottle.

Learning Outcomes:

Students to

• engage in physical activity of a social nature which they have not been able to do over the past 10 weeks.

• practice and refine their skills which will allow them to engage more successfully in this sport as an activity in and out of the classroom.

• practice their sportsmanship and fairplay.

This sessions will allow students to develop/improve their basic volleyball skills and technique: dig, set, spike, serve. They will also develop an understanding of positions on the court and rotation, as well as basic strategies. Each session will end with a volleyball game.

Learning Outcomes:

Students will

• develop an understanding of volleyball rules and basic game strategies

• develop/improve basic volleyball skills and techniques

• improve their skills in a game situation

This course will review and practice research skills in three main areas: searching strategies; evaluating and citing information sources; and practicing the writing skill of paraphrasing information.

Learning Outcomes:

• Improved ability to search for information in search engines and databases effectively

• Understanding why evaluation of source information is essential and how to undertake it

• Building skills in effective paraphrasing

These outcomes support the overall goal of academic integrity and critical thinking

The construction and subsequent analysis of knowledge questions is one of the most challenging, yet most important aspects of the Theory of Knowledge course. In this workshop, participants will have the chance to significantly develop these skills.

This hands on course is particularly relevant to continuing to deepen the skills necessary to succeed when writing the ToK essay, which will begin in September 2020.

Learning Outcomes:

• The components of knowledge questions

• What is a knowledge question and what is not a knowledge question

• What makes a great knowledge question

• How to write specific knowledge questions to unpick essay titles

• How to construct arguments to answer knowledge questions

We will take five important concepts of the knowledge framework and explore them in different areas of knowledge with the goal of helping students to more effectively compare and contrast in their arguments. Content will be taken from the Grade 11 curriculum.

Learning Outcomes:

• explore real life situations and case studies of preferred disciplines

• build up arguments in a contrastive way

• refine the depth of understanding of the main concepts

Getting to know Basel-Land's coolest single trails and forest roads by mountain bike, planning out routes (and navigating around them), using the latest outdoor Apps for your tours, learning how to fix a broken tire, chain or breaks and enjoying some off-screen time in nature.

Learning Outcomes:

- Build up fitness on the bike

- Practise technical skills

- Learn how to do small repairs on their bikes

- Explore and navigate around the local paths by mountain bike

- Learn how to plan out a route by bike

Students will learn the basics of what mindful practice is and how skills they learn in this course can transfer into their school setting. Theoretical learning about the body and brain, along with practical, individualised skill building is aimed at helping students manage stress in a pro-active, healthy way.

Learning Outcomes:

• This course will provide mindfulness meditation activities that will support students as they navigate stressors around typical situations such as: lessons they may find overly challenging, managing multiple deadlines and/or feeling anxious/over-stimulated in the school setting.

• Students will leave the course with an understanding of how mindful practice impacts brain function and cognitive skills.

• Students should be able to integrate practices they learn across their school day, as well as use breathing strategies before class activities and for evening wind-down.

• Students will create a Mindful Memoir to record and reflect on experience/challenges as they build their own skills.

• Most of all, after taking this course, students should be able to adopt a fairly regular self-practice to support their own stress management.

Sew little projects such as table mats, face masks, small and large bags using a sewing machine. Students should have access to a sewing machine and basic sewing tools at home. Click here to see examples!

Learning Outcomes:

• Be able to understand and follow sewing instructions

• Understand how to use a sewing machine and sewing tools

• Practice basic sewing skills to build on for future projects

Students will learn how to use natural ingredients to make natural skincare products. There's so many chemicals in our beauty products these days that we need to think about how we can avoid these as well as care for our environment with less plastic waste.

Learning Outcomes:

Students will be able to:

• make their own homemade natural deodorant.

• make their own make up remover.

• make their own lip balm.

• make their own candles

• make their own face masks.

Together we will create dishes that do not require an oven! You will need to be safe using a knife and cooking in a pan and you will need to pre-buy ingredients. All of the recipes will be vegetarian, and some are vegan.

Allergies: Many (but not all) of the recipes include almonds and walnuts. If you are allergic to these you can swap them for other types of nut (e.g. hazelnut) but if you have a nut allergy to all nuts this course will not be suitable for you.

Learning Outcomes:

• Students will have a better understanding of food groups and healthy eating.

• Students will learn basic cooking skills - measuring, mixing, cutting, .

• Students will learn new cooking vocabulary.

• Students will learn about the importance of good hygiene when preparing food.

Students will learn how to make healthy and nutritionally balanced breakfasts, lunches and dinners. Cooking from scratch is fun and healthy and it allows you to control what you put into your body! Students will need access to a kitchen, cooking utensils and ingredients.

Learning Outcomes:

Students will be able to:

• plan a week's menu

• create a shopping list from their menus

• cook healthy and nutritionally balanced breakfasts, lunches and dinners

• cook a three course meal for their family at the end of the course.

This will be a basic French cooking class. Students will need the basic skills of being able to measure ingredients and use a knife. We will cook 5 classic French recipes that are not overly complicated and do not require a lot of ingredients.

Learning Outcomes:

Students will be able to:

• follow a recipe

• prepare ingredients

• cook a variety of basic recipes

• learn the importance of good hygiene in cooking

• demonstrate the ability to clean up after cooking.

Our primary interest in this course will be in reading—in this case, reading the language of cinema in order to improve our critical understanding of the way texts create meaning. In this way, we will proceed much like any English class, with the same goals.

Students taking this course will develop their critical thinking, writing, and speaking skills through the analysis of classic and contemporary film. This course will review literary analysis, including evidence gathering and argumentation, application of analytical terminology, and written/oral analysis practice. Students will be expected to view films independently so class time can be spent on analysis and discussion.

The focus of the course will be applying critical lenses, specifically formalism, feminist theory, critical race theory, and social criticism to film "texts.” Although our texts will be films, the analytical skills students will develop are transferable to any narrative text and relevant to DP Language & Literature and Literature courses in English or any other language.

Learning Outcomes:

Students will be able to…

• • • read and analyze film as you would a novel or short story

    • analyze the significance of narrative elements like plot, character, symbol, and theme as well as cinematic/visual features

    • identify techniques using accurate terminology

    • analyze and interpret writer, director, and actor choices and their effects on the audience

    • apply “critical lenses” to our filmography to generate new interpretations and connections to DP Concepts and Global Issues

    • practice applying strategies for conveying interpretations in both oral and written contexts

      1. • orally (skills practice for Internal Assessment: Individual Oral)

         • written (skills practice for Exam Paper 2: Comparative Essay)

Our primary interest in this course will be in reading—in this case, reading the discography of singer-songwriters in order to improve our critical understanding of the way texts create meaning. In this way, we will proceed much like any English class, with the same goals.

Students taking this course will develop their critical thinking and speaking skills through the analysis of song lyrics as poetry and other related text types. This is in keeping with the newest “Prescribed Reading List” published this year by the IB, which now includes Bob Dylan, Kendrick Lamar, and Joni Mitchell, classified under the literary genre “songs/poetry.” This course will review close-reading skills, including annotation strategies, application of analytical terminology, and written/oral interpretation practice.

We will analyze literary and non-literary texts by exploring an artist’s “discography,” and related texts such as artist interviews, speeches, music videos, social media posts, album cover art, etc. The analytical skills students will develop are transferable to any text type and relevant to the DP Language & Literature or Literature courses in English or any language.

Pre-requisite - grade 10 or 11 English

Learning Outcomes:

Students will be able to…

• read and analyze a singer-songwriter’s body of work (“discography”) as you would a collection of poetry.

• conduct a detailed close reading of song lyrics and a range of nonliterary texts.

• identify poetic and rhetorical techniques using accurate terminology

• analyze and interpret writers’ choices and the effects on audience

• develop an understanding of context to generate new interpretations and connections to DP Concepts and Global Issues

• practice applying strategies for conveying their interpretation in both oral and written contexts

  • • orally (skills practice for Internal Assessment: Individual Oral)

    • written (skills practice for Exam Paper 1: Guided Textual Analysis)

The course will reinforce and improve students mathematical skills for economics (especially those used in paper 3). This will involve practicing with plenty of exam questions, covering different assessment objectives.

Learning Outcomes:

• Improving mathematical skills used in Economics (Algebra).

• Developing confidence with calculations based assessments.

• Methods for dealing with large amounts of data, theory and numbers.

This course will focus specifically on the Analysis criterion of the Biology IA. We will look at some examples of different types of data collection, and practise processing, presenting and interpreting data accurately.

This will be purely a review of what has already been covered in G10 and does not expose students to new information from next year.

Learning Outcomes:

• To review the kind of data which could be collected for a Bio IA

• To be able to process data and present it accurately in graphical forms (using MS Excel)

• To be able to choose, apply and interpret appropriate statistical tests

Technology Requirement: Excel (ISBasel Students can access this at myapps.isbasel.ch)

Through a variety of topics including; acute and chronic responses to exercise, energy systems, sports psychology and nutrition. Students will learn both theoretical and practical knowledge to enhance their own sport performance as well as give them an insight into the field of Sports Science. Guest speakers will also be included to share their vital experiences at the top level of their sport.

Learning Outcomes:

• Students will understand the acute and chronic body responses to exercises.

• Students will understand the impact that mental state has on sporting performance.

• Students will to understand the importance of fuelling before, during and after exercise.

• Students will develop an understanding of the role of energy systems in sporting performance.

As an IB examiner, I have an in-depth knowledge IB examinations, mark schemes and subject reports. This course will enable participants to use past examination papers and their associated mark schemes and subject reports more effectively in their studies.

Many students will remember occasions when they feel that they have understood a content area, yet when it comes to the test they did not get all the marks. Studying these documents and reflecting on their content gives students the opportunity to identify key terminology that must be used in answers, as well as how to communicate their understanding effectively.

This will be a hands-on course, teaching course participants the skills to independently analyse and use these documents to support their progress. It is applicable to all students studying a Group 4 subject.

Learning Outcomes

• The structure of examination questions, including the role of command terms

• How to interpret mark schemes effectively to assess their own answers more rigorously

• How to use mark schemes to refine examination technique and their use of key vocabulary

• What information can be gained from the subject reports

• How to use subject reports to identify common misconceptions and reflect on their own strengths and weaknesses

I will go through many of the scientific techniques and equipment students have used or been introduced to and students can investigate how they can be used and what sort of questions they could be used to answer.

Learning Outcomes

• Students will be able to write a good planning report (criterion B) including research question, hypothesis with explanation, relevant variables and a safe method.

• Students will also be able to write a comprehensive evaluation (criterion C) which includes the required formats in data processing and presenting, data and method analysis and evaluation.

• These exercises cover the requirements for lab reports in grade 9 and 10 and will reinforce students confidence in the writing of these reports.

This will be a course during which students will look into simple scientific investigations and practice the writing of a detailed, comprehensive lab report. Planned examples are within botany, therefore students will need access to a plant within a garden, park or to potted plants with many leaves. Depending on the weather, protection against sun will be required.

Learning Outcomes

• Students will develop a deeper understanding of some of the techniques they have used in class.

• Students will gain a better understanding of some of the equipment in school, how it works and what their uses are.

• Students will use this to understand how to interpret data and how to avoid pitfalls when designing experiments.

• Students will learn of how some of these techniques are used in research and industry.

This course aims to review and consolidate the prior learning required by the IB for the Applications and Interpretation courses in Grade 11. This includes number and algebra; functions; geometry and trigonometry; statistics and probability; and application of mathematical methods to real-life situations.

This will be purely a review of what has already been covered in G10 and does not expose students to new information from next year.

Learning Outcomes:

Students will:

• Review and extend their skills in the use of online resources and the graphic display calculator (GDC), a vital tool for all levels of mathematics in the Diploma Programme.

• Improve mathematical skills and communication, examining real-life situations in pairs, small groups or whole-class settings. The emphasis will be on learning through challenging games, puzzles and problems which require inquiry, communication and reflection.

This course aims to review and consolidate the prior learning required by the IB for the Analysis and Approaches courses in Grade 11. This includes number and algebra; functions; geometry and trigonometry; statistics and probability; and exploration of mathematical proof.

This will be purely a review of what has already been covered in G10 and does not expose students to new information from next year.

Learning Outcomes:

Students will:

• Review and extend their skills in the use of online resources and the graphic display calculator (GDC), a vital tool for all levels of mathematics in the Diploma Programme.

• Improve mathematical skills and communication, and solve challenging problems in pairs, small groups or whole-class settings. The emphasis will be on learning through challenging games, puzzles and problems which require inquiry, communication and reflection.

This course is for students who will plan to attend US universities and will want to take the SAT Mathematics Subject Test Level 2. This course will be going over topics that are not found in either the Diploma or the MYP Mathematics programs, but are on the exam. Students usually need to learn these different topics on their own.

Learning Outcomes:

• Students will be proficient in the following topics: conic section and their equations, parametric and polar equations, basic matrix operations, basic vector operations, and a revision of piece-wise functions.

• Students will also become familiar with the test and practice some test examples.

We will begin with a short introduction on these vibrant art styles of the late 19th and early 20th century. The students will learn to experiment with a variety of acrylic painting techniques and apply their skills while painting on a small canvas.

Before the students embark on their final project, the students will choose one of the offered art styles and create a design inspired by original photos..

Note: The students will be expected to take or gather at least 5 photos of landscapes and people before the first lesson.

Learning Outcomes:

• The students will be able to explain the differences and similarities between impressionism and expressionism.

• The students will be able to demonstrate newly acquired acrylic painting skills related to each style.

• The students will be able to create an original art work in their preferred style.